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tv   [untitled]    September 26, 2012 11:00pm-11:30pm PDT

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a place to go to ask questions also critical. making sure that there's opportunities for secondary students to be thinking about college and career readiness is another critical one to give them sort of a goal that they're working towards is critical. making sure there is mentorship opportunities. making sure the advisories are tied to student goals. there is no easy answer i think. i think it's a combination of things. i think what you raised for us is a reminder at each and every school we need to continue to invite the student voice to make that clear because oftentimes our students are very articulate about it. >> yeah, the only other thing i would add that's part of the work of the district as well in terms for example we have a through g policy that requires that the default curriculum for a diploma in two short years is
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the a through g so from the student's perspective is a student wants to know, and i have heard this from students. they want to know what is a safety net if i'm not successful? the other thing i learned and elementary students and aren't interested in that and common planning time. what kids say to me when i ask "why do you like your school? what makes a good school? they come back to the relationship. i have a teacher that really likes me and knows my name or the principal cares about me and somebody notices who they are and is going to notice when they're not there. at at middle school level they want exactly the same thing and at the high school level -- i spent a decade in the classroom and kids vote
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with their feet. if the curriculum isn't engaging and tied to real world learning they're going to walk and not engaged in class and i think part of our job i will give you a tangible example. this summer we had with the tremendous support of our mayor we're going to have 5,000 jobs that are paid summer entirnships for students in the community. i am happy to say we didn't make the goal. we surpassed the goal and paid jobs and not only helping the economy but i can't tell you how many students said to me in different occasions i got to use what i learned in my math or science class or english class in the job that i got paid for this summer, so it is more that we can expect the curriculum to real world experiences that students understand are going to connect them to what they're going to do in the future i think the more engaging the
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curriculum becomes and the more we keep the students engaged and i am committing publicly we want the students involved and we want your feedback. >> about what about the simpler things and the resources? because a lot of students -- muni passes and students can't access the schools without getting on the back of the bus and maybe a chance of getting caught by the muni police? or the simple stuff like the libraries? and access to printers? what if there is not access at homes? what about the simpler things for students? >> great idea. you probably notice we're taking notes. i think they're great ideas and again we're going to be tapping your ideas about how do we really engage the authentic student voices and not only at high school level but middle school and elementary school as well. >> and make sure you
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communicate that to the board of supervisors. >> yes. anything else? commissioner. >> thank you president yee. i want to say this data is promising and looks really great. of course we knew about the achievement gap and ten years ago and i feel like yeah the data shows that but we knew it ten years ago so the data showed the same thing and it's time to change things up and the same things you are doing you will get the same results so it's about funding but it's about how you spend your money. it's about how you prioritize your money and how you prioritize for equity in your budget? so i think it's a new day here. i firmly believe that those test scores, the most important thing about it it's a
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report card for our district and another really important report card is of course our graduation rates, so i think there's other things i mean it's great. our test scores are up and i want to give you a great pat on the back there staff and all the people that worked to get us there. however it is about graduation. it is about what happens for years after they graduate. that's our real test. that's our real measure and so at our last curriculum meeting we saw some somber sobering results about our 2014 graduation graduating class, and just a reminder that actually great test scores are something to celebrate however that job is not done. it is not done until they cross the stage with a high school diploma and four years afterwards when we see how
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viable lives they're living and whether completing a four year college education or have a job and that is the measure here and a couple of things to say is that i think that -- i think the test scores are great but the things we need to touch the students also is a great sense of resiliency. if you don't get it once you can try it again and you know what? you can try it again and again and you can be successful and takes some of us twice to take algebra like myself and for some of us is takes three and the deep critical thinking that we're sending our students from san francisco out with a real critical mind that they're going to question. they're going to question how things have been and how come they're different from the other people and the kind of students we want to educate here in san francisco for the future society in san
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francisco and i wanted us to keep in mind about the graduation rates and also how we get there so are we engaging students in a really thoughtful way? are we allowing them to guide us on what is engaging as curriculum and what is not? and this critical thinking i think is so important, so i would like us to have a discussion about the graduation rate, and about the huge gap, so we have this achievement gap but we is a larger gap with the graduation rate and look at class of 2014. 2015 it could i think make owl of us at this dais weep so i would like to include this somewhat into our conversation about graduation, and about us setting up this higher much more rigorous course of reqens of classes and i understand we're
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preparing them for that but if we lees them before that they won't graduate and what do we do about the students now and what is the safety net for them? and will we be able to give them that sense of resiliencies and not eanl through graduation and carry them through life and it's tough at some times and we want every student to feel successful and if they're not entering college at 18 and like my husband and going at 40 and perhaps they can do that and perhaps we could have a conversation at the curriculum meeting and how this relates to the graduation rate and do projections about looking where we are at the graduation rates and how this is going to be -- what we have learned from this and how can it be aligned through the graduation rate and what is missing or what is not miss something what are we
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doing well and what are we missing so we can connect the dots at very end when we know high school is their la stop. i think the algebra in eighth grade is a good idicator and how does it compare to the success of geometry in ninth grade or does it? so those types of conversations i think are bigger but i don't want to rain on anyone's parade and if i have i apologize. this is a good report card for us. it's a good reminder where we have to go and where we have been and how far we need to go still. thanks. >> commissioner mendoza. >> thank you. i have several comments. these are some just reminders they think are really i am grateful to be in san francisco and i thank the mayor
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and the superintendent and the superintendent of oakland and the superintendent of los angeles. we were together recently and the mayor mexed me and said thank god we're in san francisco and oakland and l.a. have other challenges ahead of them and i think one of the things i want to highlight is the relationships that we have and the relationships that have been built in particular in the superintendent zones because i think we've recognized that community really matters and when we got the sig funding we were embattled with our communities. this was two and a half years ago and we -- people were reluctant and we took a risk and i am glad that we d i am glad that we kind of said this is unacceptable for any of us and should be unacceptable for you as well, and we took some big chances and fortunately we came out ahead and i am grateful for that because it
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was one of the scary moments that for years and years none one has been willing to take that chance and we did. i feel like we're starting to be better about getting ahead, and forecasting what the challenges will be. thinking more about prevention than fixing things after they're broken. i don't think we do enough of that. we emphasize that particularly around our students that don't have enough credits but we are -- i think the data has shown and particularly under the commissioner made around the suspension rates. we used to see suspensions going down this road for a long time and we let them and we're starting to see a big shift in that, not only in the suspensions but we're catching them earlier and trying to provide them with the support and service that they need and a lot of the work is the
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alignment. i love the idea that early education is talking to kindergarten and they're talking to the larger community and it transfers over. we have step ahead for middle from elementary to middle school and the promise from middle schools to high schools and then all of the community base the organizations that helped to support the out of school time, the summer learning, the after school programming. if we didn't have all of those support mechanisms in place and a lot of the folks that have really dived into the work that we're doing and committed to our work then i don't know if we could actually be tooting our horn the way we are and i want to give a shout out to the community based organizations and frankly have told us these are the things that we need to do, so some have stayed with us in and out and the other thing i want to remind ourselves is that we made some
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conscious decisions to invest. we not only cut back on things but we also felt strongly about professional development, about making sure that college and career was really important, and we did great investing and we tilled away the distractions and i think that is important to note and there are certainly so many things we can get ourselves into and we pushed it out. i wanted to go back quickly around our partnership we have with the city and prop h and the childrens' fund and prop a and rainy day and all of the voter approved dollars that we received. you know the monetary resources are amazing, but it also i think speaks to the investment that our larger community and our city is willing to invest in as well, and that's just huge. and
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lastly in addition to our teachers and our administrators and our parents and students who have worked really hard to help us show the scores as well i really want to thank carlos, our former superintendent who was willing to put himself out there pretty regularly, and fought us on things that were his passion and desires really came out, and i am so appreciative that you're following right behind him richard because it's going to be that passion and commitment that will keep us on track and then lastly just wanting to thank my colleagues for staying focused on and sticks to our strategic plan and i think too that made a huge difference in years past and the strategic plan is really clear. we get to tweak t it
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gets up grated and we stick to it and we're not distracted by the many -- again many, many things that we could could be distracted by so i want to thank my colleagues for staying on track and really committing yourself to improving the lives of our students and nnsuring that education as we always hear a right and something that i am really proud to be part of this board and to be working with an amazing and smart staff that has been helping our kids get what they deserve. thank you. >> i am going to wrap this up and everybody made comments and they're valid and great comments. basically some -- what we all seen it really takes a village to raise a child in this case and educate a child,
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the community, the parents and the administrators everybody. and we're hearing we're on the right track. obviously we're beginning to close narrow the achievement gaps but we have -- all of us have to acknowledge and nobody kids ourselves we actually close today. we have a long ways and money does matter. i mean we're making gains but as commissioner mendoza was saying one of the biggest differences between this city and other cities is the voters of this city believe in public education and they support it and i think it's the big difference between us and them, and the schools that made the most gains received the most money regarding the sig funding and so forth and yes money does matter, so i want to say one last thing about this is that we've done a great job. i mean the past
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with initiatives and almost like a one shot view and do this fun thing and two years later is not there anymore. the things that you learn you don't use and i am seeing a shift inow we approach investing our funding and when i say that i mean we do things that if the money were to go away there's something still there, and i'm seeing that with how we approach our curriculum, our teaching, which is we use data. we use assessment. informative assessment. so it changes the culture. i mean it's not just because you lose that you -- [inaudible] teachers will continue with that practice. i am soing that with restorative justice and dollars up front to train teachers and
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train schools, communities around that. once they're trained and the culture of how we behave and work with students will remain there. in fact i'm still hearing that there are certain schools that would love to have us go in there and provide even more training because they just want to be able to implement these concepts a lot better and as you know once we start implementing people learn from each other so i am real proud we were able to make that shift from thinking about going from -- investing in one time things that may work for the one time to where we're making investments that can be lasting longer, so thank you again. thanks for the presentation. thank you for all the good work that everybody has done, teachers, educators, administrators, parents, students. everybody is working
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real hard and what i think we're all saying is that we have to work harder because we have to get everybody graduating from high school. we want every one of our kids to be proficient and higher. thank you very much. [applause] >> okay. i'm going to go back -- jump back into item l. we left one item which is the approval of appointments to the child care planning and advisory and i would like to bring up amanda mantak. there was a question thrown out. we went through the reading and so forth so commissioner mendoza asked a question about the qualifications of two of the three -- because we're not familiar with that, those two. we are familiar with ester and
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before you do that, can you say a little bit about what is c pac? >> yes. i'm amanda and the chair of the c pac and the child care advisory council and a state mandated body and charged with setting the priorities for determining state and local funding for ece based on need so our membership is pretty set by the bylaws so 20% have to be representatives from public agencies. 20% are ece parents or providers public agencies and then the community reps and 20% discretionary so half are appointed by you all and half are appointed by the board of supervisors so all three of these slots are actually for public agencies so sharon
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howell. she took over for sue and she's the regional manager for community care licensing which is obviously critical to the ece world so sue has retired and taken her place and regularly attends the meetings and important voice at the table to see what is going on in licensing. jane evans has been attending as a non member for five years and at the department of public health and manager for the nurses that go into the center and work on public health issues. >> any other comments or questions about the appointments? >> i have one question. >> vice president norton. >> i'm just -- i wasn't here when it was brought up earlier, but i just noticed that you're supposed to either live or work in san francisco and does ms. howell -- it appears that she doesn't live or work in san francisco.
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>> i can check on that. actually swree a coordinator that would be here and he switched his position so i'm fitting in and doing my best but i can find out and i think there are some exceptions and i think part of her job as a regional manager is oversee san francisco. i know see riego had the same position and i can check on that. >> i just wanted to flag that. >> perfect. >> i have one question. i know that c pac does a survey or a report. >> yes. >> and can you describe that a little bit? i mean that seems to be one of the biggest focus for the group. >> we're mandated -- i believe every five years to come out with a child care needs assessment for the city and the report -- one of them recently come out so i can get copies to
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you all, but it really highlights where the need is in the city, where the supply is in the city, and how the city is working to meet it, so it's a comprehensive look at the entire ece landscape in san francisco. >> yeah. i think -- i know because once every five years but it would be nice if we could somewhat make sure when these needs assessments come out since we're trying to align so much of the work between there and see the assessments and not only us and the board of supervisors see a copy too so they understand the needs in san francisco. >> absolutely. >> thank you very much. no other questions? okay. good. roll call please. >> thank you commissioner. yee. >> wong. >> fewer. >> maufas. >> mendoza.
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>> dr. murase. >> ms. wynns. >> mr. yee. >> you can notify the three they're pointed. >> yes. >> thank you very much. >> okay. let's move on. consent calendar resolutions removed at previous meeting for second reading and action. none toafnlt item o vote on consent calendar and section f::::am. mendoza -- k1 and k33. thank you. roll call. >> thank you. >> on the consent calendar. ms. -- (calling roll).
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>> [inaudible] as part of the consent calendar and secondly the lowell exterior painting and to the group and for advocating for that and thirdly i want to congratulate facilities in this consent calendar out of the $2 million in approvals 81% are minority or women owned businesses. >> thank you. >> [inaudible] >> that was aye commissioner? norton. wynns. mr. yee. seven aye's. >> thank you. item p consent calendar resolution for board and discussion and action. k1. commissioner mendoza. >> all right thank you. so i actually pulled both of these items. surprise. because they
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are retroactive. i am sorry to keep you here on this, but these two things are the kinds of things that make don't make a lot of sense to me, so for both items the school schedule require the work to start or the information was not finalized in time for the meeting and started august 1 and now september 25 so these kinds are the things that worry me particularly as the budget chair and for somebody who is concerned about the dollars that we spend and the commitments that we make, and there isn't a better explanation than school schedule required work to start. and in particular with the school schedule required to start it was august 1. school didn't start until the 20. i imagine there was summer programming going on. i don't
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know. but retroactive ones are unacceptable and particularly with things already started and we're eight weeks into the school and we had four board meetings in which these could have come forward, so i normally would not expect an explanation, but be able to just express how frustrating this is to me, but i would like an explanation on why these started in august and they're now just coming to us with a very lame explanation? >> so we have the executive director kevin rocup. >> thank you and good eeng evening commissioners and commissioner mendoza. this was -- i can speak for the sig one. i can't speak for the other one. one.ovement grant a little background as you know there is a requirement for
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extended learning time so we have done this every year since we started the grant. what was unusual this year is this one is in particular for the school biewntda vista horace mann and went through a leadership change and the falling through the krax of something and we wanted to honor our cbo partner, jamestown worked in good faith. they were under the impression that a resolution was going forward -- let me back up. we wanted the new leadership of the school to have an opportunity to work with the after school partner on the content of the program and so the intent was to have them perhaps start later or try to get something together. it's taken a while for the new leadership coming on board to be able to have time to negotiate with jamestown. in the meantime there was a plan, a strategy
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last spring to put forward at least for the first two months, august and september, a pracial contract so they can get started with the work while that negotiation was happening with the leadership and that was the part that fell through the cracks coming in so what happened is jamestown and good faith believed that -- at least the first two months would be covered while they were negotiated with the new leadership and that didn't happen, so we wanted to honor the fact that i were doing work that they were under the impression they could or should be doing. there is another piece to this and they're administratively strange. in other words, our sig funding tries to expand and build upon the existing program which is excel contract so they have the contract to provide the bulk of the after school services. under normal s we would amend it so


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